Ian Clark

2.1k total citations · 1 hit paper
44 papers, 1.3k citations indexed

About

Ian Clark is a scholar working on Education, Developmental and Educational Psychology and Environmental Engineering. According to data from OpenAlex, Ian Clark has authored 44 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 8 papers in Developmental and Educational Psychology and 5 papers in Environmental Engineering. Recurrent topics in Ian Clark's work include Student Assessment and Feedback (10 papers), Innovative Teaching and Learning Methods (7 papers) and Reflective Practices in Education (6 papers). Ian Clark is often cited by papers focused on Student Assessment and Feedback (10 papers), Innovative Teaching and Learning Methods (7 papers) and Reflective Practices in Education (6 papers). Ian Clark collaborates with scholars based in Australia, United States and Japan. Ian Clark's co-authors include Sebastián Meier, Nanthi Bolan, Naser Khan, Miguel Á. Sánchez-Monedero, Guillaume Dumas, Alaa Ahmed, Patrick James, Fangjie Qi, Rai S. Kookana and David Bruce and has published in prestigious journals such as SHILAP Revista de lepidopterología, The Science of The Total Environment and Bioresource Technology.

In The Last Decade

Ian Clark

42 papers receiving 1.2k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Formative Assessment: Assessment Is for Self-regulated Learning

2012 426 citations Ian Clark profile →

Peers

Ian Clark

EDUCA

SS

DEP

IME

POLLU

Pamela D. Tucker United States

C. J. Dawson Australia

Chris Trevitt Australia

James A. Wakefield United States

Iuliana Lazăr Romania

Siu Yin Cheung Hong Kong

Roberto Capone Italy

Jia He China

Jorge Guardiola Spain

Robert McLaughlan Australia

Pamela D. Tucker United States

Ian Clark

697 ×1.1

EDUCA

27 ×0.1

SS

100 ×0.5

DEP

53 ×0.4

IME

24 ×0.2

POLLU

Citations per year, relative to Ian Clark Ian Clark (= 1×) peers Pamela D. Tucker

Countries citing papers authored by Ian Clark

Since Specialization

Citations

This map shows the geographic impact of Ian Clark's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ian Clark with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ian Clark more than expected).

Fields of papers citing papers by Ian Clark

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ian Clark. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ian Clark. The network helps show where Ian Clark may publish in the future.

Co-authorship network of co-authors of Ian Clark

This figure shows the co-authorship network connecting the top 25 collaborators of Ian Clark. A scholar is included among the top collaborators of Ian Clark based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ian Clark. Ian Clark is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Clark, Ian, et al.. (2025). An ensemble model of knowledge- and data-driven geospatial methods for mapping groundwater potential in a data-scarce, semi-arid fractured rock region. Applied Water Science. 15(4). 1 indexed citations

2.

Clark, Ian, et al.. (2024). The history and current status of IUGS-COGE: two decades of progress in Global Geoscience Education. Episodes. 47(4). 699–708.

3.

Khan, Naser, et al.. (2023). Synergistic Effect of Multiple Metals Present at Slightly Lower Concentration than the Australian Investigation Level Can Induce Phytotoxicity. Land. 12(3). 698–698. 3 indexed citations

4.

Clark, Ian, et al.. (2018). Equitable assessment interactions in the ‘Open Learning Environment’ (OLE). European Journal of Education. 53(2). 141–143. 6 indexed citations

5.

Clark, Ian. (2016). The Case for Intercultural Education in a Multicultural World. Canadian Journal of Education / Revue canadienne de l éducation. 39(1). 1–5.

6.

Clark, Ian. (2016). Hidden Curriculum and Subliminal Gender Bias: A Japanese Case- Study. 17(2). 11–17. 3 indexed citations

7.

Ahmed, Alaa & Ian Clark. (2016). Groundwater flow and geochemical evolution in the Central Flinders Ranges, South Australia. The Science of The Total Environment. 572. 837–851. 46 indexed citations

8.

Clark, Ian & Guillaume Dumas. (2016). The Regulation of Task Performance: A Trans-Disciplinary Review. Frontiers in Psychology. 6. 1862–1862. 15 indexed citations

9.

Clark, Ian & Guillaume Dumas. (2015). Toward a neural basis for peer-interaction: what makes peer-learning tick?. Frontiers in Psychology. 6. 28–28. 33 indexed citations

10.

Khan, Naser, Ian Clark, Miguel Á. Sánchez-Monedero, et al.. (2015). Physical and chemical properties of biochars co-composted with biowastes and incubated with a chicken litter compost. Chemosphere. 142. 14–23. 93 indexed citations

11.

Bolan, Shiv, Ravi Naidu, Anitha Kunhikrishnan, et al.. (2015). Speciation and bioavailability of lead in complementary medicines. The Science of The Total Environment. 539. 304–312. 19 indexed citations

12.

Khan, Naser, et al.. (2014). Maturity indices in co-composting of chicken manure and sawdust with biochar. Bioresource Technology. 168. 245–251. 190 indexed citations

13.

Clark, Ian. (2013). How to get better research - and teaching - from universities. TSpace (University of Toronto). 2 indexed citations

14.

Clark, Ian & Patrick James. (2012). Blending what? An approach to delivering earth science courses online. International Journal of Innovation in Science and Mathematics Education. 14(1). 2 indexed citations

15.

Clark, Ian & Patrick James. (2012). Blended learning: an approach to delivering science courses on-line. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 11. 16 indexed citations

16.

Clark, Ian. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal of Education / Revue canadienne de l éducation. 35(2). 24–40. 11 indexed citations

17.

Clark, Ian. (2011). Formative Assessment: Policy, Perspectives and Practice.. 4(2). 158–180. 43 indexed citations

18.

Clark, Ian. (2010). The Development of 'Project 1': Formative Assessment Strategies in UK Schools. SHILAP Revista de lepidopterología. 13(3). 7 indexed citations

19.

Clark, Ian, et al.. (2008). Exploring and Exposing a Gap in L2 Research: How Socio-Linguistic Roles and Relationships Facilitate or Frustrate Second Language Acquisition. 30(1). 101–113. 8 indexed citations

20.

Clark, Ian, et al.. (1997). Part-Time Higher Education in Scotland. Interchange, No. 45.. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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